Date of Award


Document Type

Scholarly Project

Degree Name

Master of Occupational Therapy (MOT)


Occupational Therapy

First Advisor

Gail Bass


Occupational Therapy -- methods


In order to provide effective occupational therapy services to children within the school-based practice setting, it is important to be knowledgeable regarding the current theories and educational models which drive the educational system. Also, it is imperative that school-based occupational therapy practitioners understand the educational models and how they may impact the way occupational therapists deliver services. Chandler (2007) states, "an initiative is gathering momentum that has the potential to significantly change the way occupational therapists practice in the public school" (p. 7). Occupational therapy may have an opportunity to expand their services through a model called Response to Intervention.

"When working in an educational setting, the occupational therapist analyzes barriers and facilitators to performance of these occupations within the areas of occupation (activities of daily living, instrumental activities of daily living, education, work, play, leisure, and social participation) within the context of the educational environment" (Frolek-Clark, & Polichino, 2007, p. 3). As a related service, occupational therapists "are expected to support students' participation and academic achievement by assisting them in accessing and making progress in the curriculum" (Cahill, 2007, p. 2).

The product of this scholarly project, Response to Intervention: An Occupational Therapy Practitioners Guide for Effective Service Delivery, was designed to help therapists to gain a greater understanding of the Response to Intervention (Rtl) model, the history behind it and occupational therapy's role with Rtl. This model may allow occupational therapists the ability to serve both special education students and aid in development of interventions for general education students. This project will serve to help decrease the information gap and answer questions which school-based occupational therapy practitioners may have regarding their role in a Response to Intervention model.

The methodology used to develop this product included an extensive review of literature and conversations with other occupational therapists who are working and attempting to identify their individual role as occupational therapists in the Rtl model. The author's background is in pediatric occupational with extensive in school based practice.